Fengfeng Ke

Professor, Department of Educational Psychology and Learning Systems

Dr. Ke's current research focuses on game-based learning, mixed-reality-based immersive learning, computer-supported collaborative learning, and inclusive design of e-learning. She is serving as an IPA program director for National Science Foundation, Directorate for Education and Human Resources, since Year 2022.

Related Links

Current Research Projects

Digital Game- and Simulation-based Learning. My research focuses on using an integrative approach to design and examine a comprehensive game- and simulation-based learning system that comprises learning-oriented game mechanics, design-based pedagogy, data-driven learning assessment, and adaptive learner support. Current projects include: "E-Rebuild" - Mathematical Thinking and Learning via Architectural Design and Modeling (PI, Funded by National Science Foundation, Grant #1318784; Grant #1720533), Virtual-Reality-Based Social and Cognitive Skills Training for Children with High Functioning Autism (PI, Funded by Spencer Foundation, Grant #201400178; National Science Foundation, Grant #1837917), and Game-based Assessment and Support of STEM-related Competencies and Interest (Co-PI, Funded by National Science Foundation, Grant #1628937).

Inclusive and Immersive Learning Design. I design and study inclusive and immersive e-learning environments that promote engaging and effective learning interactions for a diversified learner population. The project of MILE (“Mixed-Reality-Integrated Learning Environment”) (PI, Funded by National Science Foundation, Grant #1632965; Grant #2110777) aims to study the design model and effects of a mixed reality integrated training program to provide teaching practice to preservice teachers and STEM graduate teaching assistants. Integrating 3D virtual reality, AI-integrated virtual human, and body sensory technology, this training program for teaching will enable student instructors to practice, observe, and reflect on teaching in a variety of instructional settings, and it will provide them with a deep understanding of learning and teaching strategies through active experimentation and problem solving. The project of Web-based teaching and learning: Across culture and age (PI, Funded by Spencer Foundation, Grant #200800124) utilizes qualitative and quantitative techniques to explore the impact on learning and success of online pedagogies and contexts for students living in rural and urban areas.


EME5078. Design of Online & Digital Adaptive Learning

EME5601. Introduction to Instructional Systems

EME5603. Introduction to Systematic Instructional Design

EME5614. Design of Learning Games

EME6507. Instructional Multimedia Design and Development

EDG6363. Experimental Learning Research

EME6665. Synthesis, Analysis, and Argumentation in Instructional Systems Research

Recent Award

FSU University Developing Scholar Award (2017)

Selected Publications

Ke, F., Moon, J., & Sokolikj, Z. (2022). Virtual reality-based social skills training for children with autism spectrum disorder. Journal of Special Education Technology, 37(1), 49-62. [SSCI journal]

Ke, F., Dai, Z., Pachman, M., & Yuan, X. (2021). Exploring multiuser virtual teaching simulation as an alternative learning environment for student instructors. Instructional Science, 49(6), 831-854. [SSCI journal]

Moon, J., & Ke, F. (2021). Exploring the treatment integrity of virtual reality-based social skills training for children with high-functioning autism. Interactive Learning Environments, 29(6), 939-953. [SSCI journal]

Lee, S., Ke, F., & Ryu, J. (In press). Engagement and effectiveness of symbolic and iconic learning support for math problem representation: an eye tracking study. Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1848877. [SSCI journal]

Xu, X., & Ke, F. (In press). Learning number conversions through embodied interactions. Technology, Knowledge and Learning, https://doi.org/10.1007/s10758-021-09557-8 [SSCI journal]

Shute, V., Rahimi, S., Smith, G., Ke, F., Almond, R., Dai, Chih-Pu, Kuba, R., Liu, Z., Yang, X., & Sun, C. (2021). Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games. Journal of Computer Assisted Learning, 37(1), 127-141. [SSCI journal]

Ke, F., & Clark, K. (2020). Game-based multimodal representations and mathematical problem solving. International Journal of Science and Mathematics Education, 18(1), 103-122. [SSCI journal]

Ke, F., Pachman, M., & Dai, Z. (2020). Investigating educational affordances of virtual reality for simulation-based teaching training with graduate teaching assistants. Journal of Computing in Higher Education, 32, 607-627. [SSCI journal]

Ke, F., & Xu, X. (2020). Virtual reality simulation‐based learning of teaching with alternative perspectives taking. British Journal of Educational Technology, 51(6), 2544-2557. [SSCI journal]

Moon, J., Ke, F., & Sokolikj, Z. (2020). Automatic assessment of cognitive and emotional states in virtual reality-based flexibility training for four adolescents with autism. British Journal of Educational Technology, 51(5), 1766-1784. [SSCI journal]

Moon, J., & Ke, F. (2020). Exploring the relationships among middle school students' peer interactions, task efficiency, and learning engagement in game-based learning. Simulation & Gaming, 51(3), 310-335. [SCI journal]

Moon, J., & Ke, F. (2020). In-game actions to promote game-based math learning engagement. Journal of Educational Computing Research, 58(4), 863-885. [SSCI journal]

Xu, X., & Ke, F. (2020). Embodied interaction: Learning Chinese characters through body movements. Language Learning & Technology, 24(3), 136-159. [SSCI journal]

Ke, F. (2019). Mathematical problem solving and learning in an architecture-themed epistemic game. Educational Technology Research and Development, 67(5), 1085–1104. [SSCI journal]

Ke, F., Clark, K. M., & Uysal, S. (2019). Architecture game based mathematical learning by making. International Journal of Science and Mathematics Education, 17(1), 167-184. [SSCI journal]

Ke, F., Shute, V., Clark, K., & Erlebacher, G. (2019). Interdisciplinary design of the game-based learning platform: A phenomenological examination of the integrative design of game, learning, and assessment. New York, NY: Springer. Retrieved from https://www.springer.com/us/book/9783030043384]

Granger, E. M., Bevis, T. H., Southerland, S. A., Saka, Y., & Ke, F. (2019). Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning. Journal of Research in Science Teaching, 56(3), 348-370. [SSCI journal]

Lee, S., & Ke, F. (2019). The format of problem representation for in-game learning supports. Journal of Computer Assisted Learning, 35(3), 390-406. [SSCI journal]

Ke, F., Whalon, K., & Joonmo, Y. (2018). Social skills interventions for youths and adults with autism spectrum disorder: A systematic review. Review of Educational Research, 88(1), 3-42. [SSCI journal]

Ke, F., & Moon, J. (2018). Virtual collaborative gaming as social skills training for high-functioning autistic children. British Journal of Educational Technology, 49(4), 728-741. [SSCI journal]

Ryu, J., & Ke, F. (2018). Increasing persona effects: Does it matter the voice and appearance of animated pedagogical agent. Educational Technology International, 19(1), 61-91.

Kim, H., & Ke, F. (2017). Effects of game-based learning in an OpenSim-supported virtual environment on mathematical performance. Interactive Learning Environments, 25(4), 543-557. [SSCI journal]

Kim, H., Ke, F., & Paek, I. (2017). Game-based learning in an OpenSim-supported virtual environment on perceived motivational quality of learning. Technology, Pedagogy, and Education, 26(5), 617-631. [SSCI journal]

Lim, T., Lee, S., & Ke, F. (2017). Integrating music into math in a virtual reality game: Learning fractions. International Journal of Game-Based Learning, 7(1), 57-73.

Ke, F. (2016). Designing and integrating purposeful learning in game play: a systematic review. Educational Technology Research and Development, 64(2), 219-244. [SSCI journal]

Ke, F., & Carafano, P. (2016). Collaborative science learning in an immersive flight simulation. Computers & Education, 103, 114-123. [SSCI journal]

Ke, F., & Lee, S. (2016). Virtual reality based collaborative design by children with high-functioning autism: Design-based flexibility, identity, and norm construction. Interactive Learning Environments, 24(7), 1511-1533. [SSCI journal]

Ke, F., Lee, S., & Xu, X. (2016). Teaching training in a mixed-reality integrated learning environment. Computers in Human Behavior, 62, 212-220. [SCI journal]

Ke, F., Xie, K., & Xie, Y. (2016). Game-based learning engagement: A theory- and data-driven exploration. British Journal of Educational Technology, 47(6), 1183-1201. [SSCI journal]

Kim, H., & Ke, F. (2016). OpenSim-supported virtual learning environment: Transformative content representation, facilitation, and learning activities. Journal of Educational Computing Research, 54(2), 147-172. [SSCI journal]

Southerland, S. A., Cranger, E. M., Hughes, R., Enderle, P., Ke, F., Roseler, K., & Saka, Y. (2016). Essential aspects of teacher professional development: Making research participation instructionally effective. AERA Open, 2(4), 16. doi:10.1177/2332858416674200

Xu, X., & Ke, F. (2016). Designing a virtual-reality-based, game-like math learning environment. American Journal of Distance Education, 30(1), 27-38.

Xu, X., Ke, F., & Lee, S. (2016). Evaluating teaching competency in a 3D eLearning environment using a small-scale Bayesian network. Quarterly Review of Distance Education, 17(3), 61-74.

Ke, F., & Hsu, Y. (2015). Mobile Augmented-Reality Artifact Design as a Component of Mobile Computer-Supported Collaborative Learning. The Internet and Higher Education, 26, 33-41. [SSCI journal]

Ke, F., Im, T., Xue, X., Xu, X., Kim, N., & Lee, S. (2015). The experience of adult facilitators in a virtual-reality-based social interaction program for children with autism: A phenomenological Inquiry. Journal of Special Education, 48(4), 290-300. [SSCI journal]

Shute, V. J., Ventura, M., & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & Education, 80, 58-67. [SSCI journal]

Xu, X., & Ke, F. (2014). From psychomotor to 'motorpsycho': Learning through gestures with body sensory technologies. Educational Technology Research and Development, 62(6), 711-741. [SSCI journal]

Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26-39. [SSCI journal]

Ke, F., & Im, T. (2014). A case study on collective cognition and operation in team-based computer game design by middle-school children.International Journal of Technology and Design Education, 24(2), 187-201. [SCIE journal]

Ke, F., & Im, T. (2013). Virtual-reality-based social interaction training for children with high functioning autism. Journal of Educational Research, 106(6), 441-461. [SSCI journal]

Ke, F., & Chávez, A. F. (2013). Web-based teaching and learning across culture and age. New York, NY: Springer.

Ke, F. (2013). Computer-game-based tutoring for mathematics learning. Computers & Education, 60(1), 448-457. [SSCI journal]

Ke, F. (2013). Online interaction arrangements on quality of online interactions performed by diverse learners across disciplines. The Internet and Higher Education, 16, 14-22. [SSCI journal]

Ke, F., & Abras, T. (2013). Games for engaged learning of middle school children with special learning needs. British Journal of Educational Technology, 44(2), 225-242. [SSCI journal]

Ke, F., & Kawk, D. (2013). Constructs of student-centered online learning on learning satisfaction of a diverse online student body: A structural equation modeling approach. Journal of Educational Computing Research, 48(1), 97-122. [SSCI journal]

Ke, F., & Kwak, D. (2013). Online learning across ethnicity and age: A study on learning interaction participation, perception, and learning satisfaction. Computers & Education, 61, 43-51. [SSCI journal]

Lee, W. J., & Ke, F. (2013). The design of authentic inquiry for online knowledge-constructive interaction and self-regulated learning processes. International Journal of Online Pedagogy and Course Design, 3(2), 25-39.

Ke, F., Yildirim, N., & Enfield, J. (2012). Exploring the design of game enjoyment through the perspectives of novice game developers. International Journal of Gaming and Computer-Mediated Simulations, 4(4), 45-63.

Chávez, A. F., Ke, F., & Herrera, F. (2012). Clan, Sage, and Sky: Indigenous, Hispano, and Mestizo epistemologies of learning in New Mexico context. American Educational Research Journal, 49(4), 775-806. [SSCI journal]

Shute, V. J., & Ke, F. (2012). Games, learning, and assessment. In D. Ifenthaler, D. Eseryel, & Ge, X. (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 43-58). New York, NY: Springer.

Pachman, M., & Ke, F. (2012). Environmental support hypothesis in designing multimedia training for older adults: Is less always more? Computers & Education, 58(1), 100-110. [SSCI journal]

Ke, F., Chávez, A. F., Causarano, P. L., & Causarano, A. (2011). Identity presence and knowledge building: Joint emergence in online learning environments? International Journal of Computer Supported Collaborative Learning, 6(3), 349-370. [SSCI journal]

Xie, K., & Ke, F. (2011). The role of students’ motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916-930. [SSCI journal]

Ke, F. (2010). Examining online teaching, cognitive, and social presence for students. Computers and Education, 55(2), 808-820. [SSCI journal]

Xie, Y. Ke. F. & Sharma, P. (2010). The effect of peer-interaction styles in team blogging on students’ cognitive thinking and blog participation. Journal of Educational Computing Research, 42(4). 459-479. [SSCI journal]

Ke, F. & Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research and Development, 57(4), 487-410. [SSCI journal]

Ke, F., & Xie, K. (2009). Toward deep learning in adult-oriented online courses: The impact of course design strategies. The Internet and Higher Education , 12(3-4), 136-145. [SSCI journal]

Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4), 1609-1620. [SSCI journal]

Ke, F. (2008). Computer games application within alternative classroom goal structures: Cognitive, metacognitive, and affective evaluation and interpretation. Educational Technology Research and Development, 56, 539-556. [SSCI journal]

Ke, F. (2008) Alternative goal structures for computer game-based learning. International Journal of Computer-Supported Collaborative Learning, 3, 429-445. [SSCI journal]

Ke, F. (2008). A qualitative meta-analysis of computer games as learning tools. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1-32), New York: IGI Global.

Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for journaling on college students’ reflective learning processes. The Internet and Higher Education, 11(1), 18-25. [SSCI journal]

Ke, F. & Grabowski, B. (2007). Game playing for math learning: Cooperative or not? British Journal of Educational Technology, 38(2), 249-259. [SSCI journal]

Ke, F. & Carr-Chellman, A. (2006). Solitary learner in online collaborative learning: A disappointing experience? Quarterly Review of Distance Education, 7(3), 249-265.

Ke, F., Ching, Y., Lin, H., & Dwyer, F. (2006). Effects of Animation on Multi-Level Learning Outcomes for Learners with Different Characteristics: A Meta-Analytic Assessment and Interpretation. Journal of Visual Literacy, 26(1), 15-40.

Lin, H., Ching, Y., Ke, F., & Dwyer, F. (2006). Effectiveness of Various Enhancement Strategies for Animation. Journal of Educational Technology Systems, 35(2), 215-237.